Inorganic Chemistry

Periodicity - Physical properties of alkali metals (atomic and ionic radii)
Periodicity - Physical properties of alkali metals (appearance and hardness)
Periodicity - Physical properties of alkali metals (conductivity, melting and boiling points)

By the end of the lesson, the learner should be able to:

- Describe trends in atomic and ionic radii of alkali metals
- Explain reasons for observed trends
- Relate atomic size to reactivity of sodium in sodium vapour lamps

- Observe and describe appearance of alkali metals
- Investigate hardness of alkali metals
- Connect softness of alkali metals to their easy cutting and handling

- Discuss trends in physical properties of Group I elements
- Complete tables showing atomic and ionic radii
- Explain trends down the group

- Observe appearance of freshly cut alkali metals
- Investigate hardness by cutting metals
- Discuss reasons for trends observed

How do atomic and ionic sizes change down Group I?
Why are alkali metals soft and shiny when freshly cut?

- Front Row Chemistry Grade 10 pg. 85
- Periodic table
- Data tables
- Front Row Chemistry Grade 10 pg. 87
- Lithium, sodium, potassium samples
- Scalpel
- White tile
- Front Row Chemistry Grade 10 pg. 89
- Circuit with bulb
- Alkali metal samples
- Data tables

- Oral questions - Written exercises - Observation
- Practical assessment - Observation - Written exercises

Inorganic Chemistry

Periodicity - Ionisation energy of alkali metals
Periodicity - Reaction of alkali metals with air/oxygen
Periodicity - Reaction of alkali metals with water

By the end of the lesson, the learner should be able to:

- Define ionisation energy
- Explain trends in ionisation energy down Group I
- Relate ionisation energy to reactivity of elements like caesium in atomic clocks

- Investigate ionisation energy of alkali metals
- Discuss factors affecting ionisation energy
- Explain trend using shielding effect

Why does ionisation energy decrease down Group I?

- Front Row Chemistry Grade 10 pg. 90
- Data tables
- Digital devices
- Front Row Chemistry Grade 10 pg. 91
- Sodium metal
- Deflagrating spoon
- Gas jar of oxygen
- Front Row Chemistry Grade 10 pg. 93
- Sodium, potassium
- Trough with water
- Phenolphthalein

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Reaction of alkali metals with chlorine and dilute acids
Periodicity - Applications of alkali metals

By the end of the lesson, the learner should be able to:

- Describe reactions of alkali metals with chlorine
- Explain reactions with dilute acids
- Relate sodium chloride formation to table salt production

- Investigate reaction of sodium with chlorine
- Discuss reactions with dilute acids (video)
- Write balanced equations

Why are reactions of alkali metals with acids dangerous?

- Front Row Chemistry Grade 10 pg. 94
- Gas jar of chlorine
- Deflagrating spoon
- Digital devices
- Front Row Chemistry Grade 10 pg. 96
- Digital devices
- Pictures of applications

- Written exercises - Observation - Oral questions

Inorganic Chemistry

Periodicity - Physical properties of alkaline earth metals (atomic and ionic radii)
Periodicity - Physical properties of alkaline earth metals (appearance, hardness, conductivity)

By the end of the lesson, the learner should be able to:

- Describe trends in atomic and ionic radii of Group II elements
- Compare trends with Group I
- Relate atomic size to reactivity of calcium in bone formation

- Observe trends in atomic and ionic radii
- Complete tables showing radii data
- Compare with Group I trends

How do atomic sizes of Group II elements compare with Group I?

- Front Row Chemistry Grade 10 pg. 98
- Periodic table
- Data tables
- Front Row Chemistry Grade 10 pg. 99
- Magnesium ribbon
- Calcium metal
- Circuit with bulb

- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Physical properties of alkaline earth metals (melting points and ionisation energy)
Periodicity - Reaction of alkaline earth metals with air/oxygen

By the end of the lesson, the learner should be able to:

- Describe trends in melting points and ionisation energy
- Compare first and second ionisation energies
- Relate ionisation energy to element reactivity in fireworks

- Investigate reactions of Group II metals with oxygen
- Write balanced equations for the reactions
- Relate magnesium burning to its use in flares and fireworks

- Study data on melting and boiling points
- Investigate ionisation energy trends
- Discuss factors affecting ionisation energy

- Burn magnesium and calcium in air
- Observe products formed
- Write word and chemical equations

Why do alkaline earth metals have higher ionisation energies than alkali metals?
What products form when alkaline earth metals burn in air?

- Front Row Chemistry Grade 10 pg. 102
- Data tables
- Digital devices

- Front Row Chemistry Grade 10 pg. 106
- Magnesium ribbon
- Calcium metal
- Bunsen burner

- Written exercises - Oral questions - Individual assessment
- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of alkaline earth metals with water and steam

By the end of the lesson, the learner should be able to:

- Investigate reactions with water and steam
- Compare reactivity of magnesium and calcium
- Relate calcium hydroxide formation to lime water used in construction

- React magnesium and calcium with cold water
- React magnesium with steam
- Test gas produced and write equations

Why does magnesium react slowly with cold water but vigorously with steam?

- Front Row Chemistry Grade 10 pg. 107
- Magnesium, calcium
- Trough
- Steam apparatus

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of alkaline earth metals with chlorine and dilute acids

By the end of the lesson, the learner should be able to:

- Describe reactions with chlorine gas
- Investigate reactions with dilute acids
- Relate magnesium chloride formation to uses in dust control on roads

- React magnesium with chlorine gas
- React magnesium and calcium with dilute acids
- Write balanced equations

What products form when alkaline earth metals react with chlorine and acids?

- Front Row Chemistry Grade 10 pg. 110
- Magnesium ribbon
- Chlorine gas
- Dilute HCl and H₂SO₄

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of alkaline earth metals
Periodicity - Introduction to halogens

By the end of the lesson, the learner should be able to:

- Identify uses of alkaline earth metals
- Relate properties to applications
- Connect calcium carbonate to cement production and antacid tablets

- Search for information on uses of alkaline earth metals
- Discuss applications of magnesium, calcium and barium
- Present findings to class

How are alkaline earth metals used in medicine and industry?

- Front Row Chemistry Grade 10 pg. 112
- Digital devices
- Pictures of applications
- Front Row Chemistry Grade 10 pg. 114
- Periodic table
- Digital devices

- Oral questions - Written exercises - Group presentations

Inorganic Chemistry

Periodicity - Laboratory preparation of chlorine gas
Periodicity - Trends in physical properties of halogens (atomic radii, melting and boiling points)

By the end of the lesson, the learner should be able to:

- Prepare chlorine gas in the laboratory
- Describe properties of chlorine gas
- Relate chlorine properties to its use in bleach and water purification

- Describe trends in atomic radii of halogens
- Explain trends in melting and boiling points
- Relate physical state changes to molecular size and intermolecular forces

- Prepare chlorine gas from HCl and MnO₂
- Collect chlorine gas
- Observe properties of chlorine

- Review atomic structure of halogens
- Study trends in physical properties
- Explain trends using intermolecular forces

How is chlorine gas prepared and collected safely?
Why do halogens change from gas to solid down the group?

- Front Row Chemistry Grade 10 pg. 115
- MnO₂, conc. HCl
- Round bottomed flask
- Gas jars

- Front Row Chemistry Grade 10 pg. 117
- Data tables
- Periodic table

- Practical assessment - Written exercises - Observation
- Written exercises - Oral questions - Observation

Inorganic Chemistry

Periodicity - Appearance, physical state and solubility of halogens

By the end of the lesson, the learner should be able to:

- Describe appearance and physical states of halogens
- Investigate solubility in water and organic solvents
- Relate iodine's colour to its use as antiseptic in wound treatment

- Observe appearance of chlorine, bromine and iodine
- Test solubility in water
- Compare solubility of halogens

Why do halogens have different colours and physical states?

- Front Row Chemistry Grade 10 pg. 118
- Bromine, iodine samples
- Distilled water
- Test tubes

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Electrical conductivity of halogens
Periodicity - Electron affinity and ion formation of halogens

By the end of the lesson, the learner should be able to:

- Investigate electrical conductivity of halogens
- Explain why halogens do not conduct electricity
- Contrast halogen non-conductivity with metal conductivity in wiring

- Test electrical conductivity of iodine crystals
- Discuss results in terms of structure
- Compare with ionic and metallic substances

Why don't halogens conduct electricity?

- Front Row Chemistry Grade 10 pg. 120
- Iodine crystals
- Circuit with bulb
- Beaker
- Front Row Chemistry Grade 10 pg. 121
- Data tables
- Digital devices

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of halogens with metals

By the end of the lesson, the learner should be able to:

- Investigate reactions of halogens with metals
- Write balanced equations for the reactions
- Relate iron chloride formation to industrial rust prevention

- React chlorine with iron and zinc
- Observe products formed
- Write balanced equations

What happens when halogens react with metals?

- Front Row Chemistry Grade 10 pg. 122
- Iron filings
- Chlorine gas
- Combustion tube

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of chlorine with water
Periodicity - Displacement reactions of halogens

By the end of the lesson, the learner should be able to:

- Investigate reaction of chlorine with water
- Describe bleaching action of chlorine water
- Relate chlorine water to swimming pool disinfection

- Investigate displacement reactions of halogens
- Explain order of reactivity of halogens
- Apply displacement reactions to understand water purification processes

- Prepare chlorine water
- Test with litmus paper
- Investigate decomposition in sunlight

- Add chlorine water to potassium bromide and iodide solutions
- Observe colour changes
- Write ionic equations

How does chlorine react with water and why is it used as a bleach?
Why can chlorine displace bromine and iodine from their salts?

- Front Row Chemistry Grade 10 pg. 124
- Chlorine gas
- Distilled water
- Litmus paper

- Front Row Chemistry Grade 10 pg. 125
- Chlorine, bromine water
- KBr, KI solutions
- Test tubes

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of halogens

By the end of the lesson, the learner should be able to:

- Identify uses of halogens
- Relate properties to applications
- Connect fluoride in toothpaste to dental health protection

- Search for information on uses of halogens
- Discuss applications of F, Cl, Br and I
- Present findings to class

How are halogens used in water treatment, medicine and industry?

- Front Row Chemistry Grade 10 pg. 127
- Digital devices
- Product samples

- Oral questions - Written exercises - Group presentations

Inorganic Chemistry

Periodicity - Introduction to noble gases
Periodicity - Trends in physical properties of noble gases

By the end of the lesson, the learner should be able to:

- Identify noble gases and their electron configurations
- Explain why noble gases are chemically inert
- Relate noble gas stability to their use in light bulbs and balloons

- Determine electronic configuration of noble gases
- Discuss stability of full electron shells
- List noble gas elements

Why are noble gases unreactive?

- Front Row Chemistry Grade 10 pg. 128
- Periodic table
- Digital devices
- Front Row Chemistry Grade 10 pg. 129
- Data tables
- Periodic table

- Oral questions - Written exercises - Observation

Inorganic Chemistry

Periodicity - Applications of noble gases

By the end of the lesson, the learner should be able to:

- Identify uses of noble gases
- Relate properties to applications
- Connect argon's inertness to its use in welding and light bulbs

- Search for information on uses of noble gases
- Discuss applications of He, Ne and Ar
- Present findings to class

How are noble gases used despite being unreactive?

- Front Row Chemistry Grade 10 pg. 131
- Digital devices
- Pictures of applications

- Oral questions - Written exercises - Group presentations

Inorganic Chemistry

Periodicity - Introduction to Period 3 elements
Periodicity - Trends in atomic radii across Period 3

By the end of the lesson, the learner should be able to:

- Identify Period 3 elements and their properties
- Classify elements as metals, metalloids or non-metals
- Relate Period 3 elements to common materials like aluminium foil and silicon chips

- Describe trends in atomic radii across Period 3
- Explain reasons for the observed trend
- Relate atomic size to element reactivity in sodium vs chlorine

- List Period 3 elements from Na to Ar
- Discuss bonding and structure of each element
- Classify elements by type

- Study data on atomic radii of Period 3 elements
- Plot graph of atomic radius vs atomic number
- Explain trend using nuclear charge

What elements are found in Period 3 and how do their properties vary?
Why does atomic radius decrease across Period 3?

- Front Row Chemistry Grade 10 pg. 131
- Periodic table
- Element samples

- Front Row Chemistry Grade 10 pg. 132
- Data tables
- Graph paper

- Oral questions - Written exercises - Observation
- Written exercises - Graphical work - Oral questions

Inorganic Chemistry

Periodicity - Trends in ionisation energy across Period 3
Periodicity - Trends in melting and boiling points across Period 3

By the end of the lesson, the learner should be able to:

- Describe trends in ionisation energy across Period 3
- Explain factors affecting ionisation energy
- Relate ionisation energy to metallic character of sodium vs non-metallic chlorine

- Study ionisation energy data for Period 3
- Discuss trend and anomalies
- Explain using atomic structure

Why does ionisation energy generally increase across Period 3?

- Front Row Chemistry Grade 10 pg. 133
- Data tables
- Digital devices
- Front Row Chemistry Grade 10 pg. 134
- Charts

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Electron affinity and electronegativity across Period 3

By the end of the lesson, the learner should be able to:

- Define electron affinity and electronegativity
- Describe trends across Period 3
- Relate electronegativity to bond polarity in water molecules

- Discuss electron affinity trends
- Study electronegativity values across Period 3
- Explain factors affecting these properties

Why does electronegativity increase across Period 3?

- Front Row Chemistry Grade 10 pg. 135
- Data tables
- Digital devices

- Written exercises - Oral questions - Individual assessment

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with oxygen (Na, Mg, Al)

By the end of the lesson, the learner should be able to:

- Investigate reactions of Na, Mg and Al with oxygen
- Write balanced equations for the reactions
- Relate magnesium oxide formation to its use in antacids and refractory materials

- Burn sodium, magnesium and aluminium in air
- Observe products formed
- Write word and chemical equations

What products form when Period 3 metals burn in oxygen?

- Front Row Chemistry Grade 10 pg. 136
- Na, Mg, Al samples
- Bunsen burner
- Deflagrating spoon

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with oxygen (Si, P, S)
Periodicity - Reaction of Period 3 elements with chlorine (Na, Mg, Al)
Periodicity - Reaction of Period 3 elements with chlorine (Si, P)

By the end of the lesson, the learner should be able to:

- Describe reactions of Si, P and S with oxygen
- Write balanced equations for the reactions
- Relate sulphur dioxide formation to air pollution and acid rain

- Investigate reactions of Period 3 metals with chlorine
- Write balanced equations for the reactions
- Relate aluminium chloride to its use as catalyst in industry

- Discuss reactions of silicon and phosphorus with oxygen
- Burn sulphur in oxygen
- Write balanced equations

- React sodium, magnesium and aluminium with chlorine
- Observe products formed
- Write balanced equations

What products form when Period 3 non-metals burn in oxygen?
What happens when Period 3 metals react with chlorine?

- Front Row Chemistry Grade 10 pg. 136
- Sulphur powder
- Gas jar of oxygen
- Deflagrating spoon
- Front Row Chemistry Grade 10 pg. 137
- Na, Mg samples
- Chlorine gas
- Deflagrating spoon
- Front Row Chemistry Grade 10 pg. 138
- Reference materials
- Digital devices

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with water (Na, Mg)

By the end of the lesson, the learner should be able to:

- Investigate reactions of sodium and magnesium with water
- Compare reactivity of the two metals
- Relate sodium hydroxide formation to soap making

- React sodium and magnesium with cold water
- React magnesium with steam
- Write balanced equations

Why does sodium react more vigorously with water than magnesium?

- Front Row Chemistry Grade 10 pg. 140
- Sodium, magnesium
- Trough with water
- Phenolphthalein

- Practical assessment - Written exercises - Observation

Inorganic Chemistry

Periodicity - Reaction of Period 3 elements with dilute acids

By the end of the lesson, the learner should be able to:

- Investigate reactions of Period 3 metals with dilute acids
- Write balanced equations for the reactions
- Relate hydrogen gas production to laboratory gas collection techniques

- React magnesium and aluminium with dilute HCl and H₂SO₄
- Test gas produced
- Write balanced equations

What products form when Period 3 metals react with dilute acids?

- Front Row Chemistry Grade 10 pg. 139
- Mg ribbon
- Dilute HCl, H₂SO₄
- Test tubes

- Practical assessment - Written exercises - Observation

Inorganic Chemistry
Physical Chemistry

Periodicity - Comparison of trends across Period 3 and down groups
Acids and Bases - Dissociation of acids in water

By the end of the lesson, the learner should be able to:

- Compare periodic trends across periods and down groups
- Summarise factors affecting periodic properties
- Apply periodic trends to predict element behaviour in new materials

- Compare trends across Period 3 with trends down groups
- Create summary tables of periodic trends
- Discuss patterns and exceptions

How do trends across a period differ from trends down a group?

- Front Row Chemistry Grade 10 pg. 141
- Summary charts
- Periodic table
- Front Row Chemistry Learner's Book pg. 143
- Distilled water
- Hydrochloric acid
- Blue and red litmus papers
- Beakers
- Stirring rod

- Written exercises - Oral questions - Individual assessment

Physical Chemistry

Acids and Bases - Dissociation of bases in water
Acids and Bases - Reaction of acids with metals
Acids and Bases - Reaction of acids with metals (continued)
Acids and Bases - Reaction of acids with carbonates and hydrogen carbonates
Acids and Bases - Reaction of acids with hydrogen carbonates

By the end of the lesson, the learner should be able to:

- Explain the dissociation of bases in water
- Demonstrate the presence of hydroxide ions in basic solutions
- Relate the slippery feel of soap to the presence of hydroxide ions in basic solutions

- Compare the reactivity of different metals with acids
- Explain why some metals do not react with dilute acids
- Relate the choice of materials for acid storage containers to metal-acid reactivity

- Carry out experiments to demonstrate dissociation of bases in water
- Test solutions using red and blue litmus papers
- Discuss proper disposal of waste after experiments
- Compare reactions of different metals with dilute acids
- Discuss why copper does not react with dilute acids
- Record observations in a table format

Why do bases feel slippery to touch?
Why are some metals used to store acids while others are not?

- Front Row Chemistry Learner's Book pg. 143
- Sodium hydroxide
- Distilled water
- Blue and red litmus papers
- Beakers
- Measuring cylinder
- Front Row Chemistry Learner's Book pg. 144
- Zinc granules
- Magnesium ribbon
- Iron filings
- Dilute HCl and H₂SO₄
- Test tubes
- Wooden splints
- Front Row Chemistry Learner's Book pg. 146
- Aluminium foil
- Copper turnings
- Dilute HCl
- Dilute H₂SO₄
- Test tubes
- Front Row Chemistry Learner's Book pg. 147
- Sodium carbonate
- Calcium carbonate
- Lime water
- Delivery tubes
- Sodium hydrogen carbonate
- Test tubes
- Delivery tubes

- Observation - Oral questions - Practical assessment
- Observation - Written tests - Group presentations

Physical Chemistry

Acids and Bases - Reaction of acids with metal hydroxides
Acids and Bases - Reaction of acids with metal oxides

By the end of the lesson, the learner should be able to:

- Describe neutralisation reactions between acids and metal hydroxides
- Determine the endpoint of a neutralisation reaction using indicators
- Connect the use of antacids to neutralise stomach acid to acid-base reactions

- Carry out experiments on reactions of acids with sodium hydroxide using phenolphthalein indicator
- Observe colour changes at the endpoint
- Write balanced chemical equations

What is the role of phenolphthalein in neutralisation reactions?

- Front Row Chemistry Learner's Book pg. 148
- Sodium hydroxide
- Dilute HCl
- Phenolphthalein indicator
- Droppers
- Beakers
- Stirring rod
- Front Row Chemistry Learner's Book pg. 150
- Zinc oxide
- Copper (II) oxide
- Universal indicator
- Filter funnel and paper

- Practical assessment - Written equations - Oral questions

Physical Chemistry

Acids and Bases - Amphoteric oxides and hydroxides
Acids and Bases - Universal indicator and pH scale

By the end of the lesson, the learner should be able to:

- Define amphoteric oxides and hydroxides
- Demonstrate reactions of amphoteric substances with acids and bases
- Connect the dual nature of amphoteric oxides to their industrial applications

- Carry out experiments on reactions of zinc oxide with both acids and bases
- Discuss examples of amphoteric oxides (ZnO, PbO, Al(OH)₃)
- Write chemical equations for the reactions

Why can some metal oxides react with both acids and bases?

- Front Row Chemistry Learner's Book pg. 151
- Zinc oxide
- Sodium hydroxide
- Dilute HCl
- Test tubes
- Spatula
- Front Row Chemistry Learner's Book pg. 152
- Universal indicator
- pH chart
- Sulphuric (VI) acid
- Ethanoic acid
- Test tubes

- Oral questions - Written assignments - Observation

Physical Chemistry

Acids and Bases - Strong and weak acids

By the end of the lesson, the learner should be able to:

- Distinguish between strong and weak acids based on dissociation
- Compare pH values of strong and weak acids
- Connect the mild taste of vinegar compared to the corrosive nature of car battery acid to acid strength

- Compare pH values of sulphuric (VI) acid and ethanoic acid
- Discuss complete versus partial dissociation
- Write dissociation equations for strong and weak acids

Why do strong acids have lower pH values than weak acids?

- Front Row Chemistry Learner's Book pg. 153
- Sulphuric (VI) acid
- Ethanoic acid
- Universal indicator
- pH chart
- Test tubes

- Observation - Oral questions - Written assignments

Physical Chemistry

Acids and Bases - Strong and weak bases

By the end of the lesson, the learner should be able to:

- Distinguish between strong and weak bases based on dissociation
- Compare pH values of strong and weak bases
- Relate the effectiveness of different cleaning agents to base strength

- Compare pH values of sodium hydroxide and ammonia solution
- Discuss ionisation of strong and weak bases
- Record observations and conclusions

Why is sodium hydroxide a better drain cleaner than ammonia?

- Front Row Chemistry Learner's Book pg. 154
- Sodium hydroxide
- Ammonia solution
- Universal indicator
- pH chart
- Test tubes

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Acids and Bases - Electrical conductivity of acids and bases

By the end of the lesson, the learner should be able to:

- Investigate electrical conductivity of strong and weak acids and bases
- Relate conductivity to concentration of ions in solution
- Connect the use of dilute acids in batteries to their electrical conductivity

- Set up electrical conductivity experiments
- Compare ammeter readings for different solutions
- Discuss relationship between ion concentration and conductivity

Why do strong acids conduct electricity better than weak acids?

- Front Row Chemistry Learner's Book pg. 154
- Electrodes
- Ammeter
- Beakers
- Dilute HCl
- Ethanoic acid
- NaOH solution
- Ammonia solution

- Practical assessment - Observation - Written assignments

Physical Chemistry

Acids and Bases - Applications of acids and bases
Introduction to Salts - Definition and formation of salts
Introduction to Salts - Normal salts
Introduction to Salts - Acid salts
Introduction to Salts - Basic salts

By the end of the lesson, the learner should be able to:

- Outline applications of acids and bases in various industries
- Search for information on uses of acids and bases
- Identify the role of acids and bases in household cleaning, food preservation, and agriculture

- Define acid salts
- Identify examples of acid salts
- Connect the use of sodium hydrogen carbonate (baking soda) in baking to its acidic properties

- Search for information using digital or print media on applications of acids and bases
- Discuss uses in agriculture, food industry, medicine, and manufacturing
- Test pH of common household substances
- Carry out experiments to identify acid salts using litmus papers
- Test pH of solutions of acid salts
- Discuss partial replacement of hydrogen ions

How are acids and bases used in our daily lives?
Why do acid salt solutions turn blue litmus red?

- Front Row Chemistry Learner's Book pg. 157
- Lemon juice
- Baking soda
- Soap solution
- Vinegar
- Universal indicator
- Digital devices
- Front Row Chemistry Learner's Book pg. 160
- Dilute HCl
- Magnesium ribbon
- Universal indicator paper
- pH chart
- Test tubes
- Burning splint
- Front Row Chemistry Learner's Book pg. 162
- Sodium chloride
- Calcium nitrate
- Sodium sulphate
- Distilled water
- Red and blue litmus papers
- Boiling tubes
- Front Row Chemistry Learner's Book pg. 164
- Sodium hydrogen sulphate
- Sodium hydrogen carbonate
- Distilled water
- Red and blue litmus papers
- Boiling tubes
- Front Row Chemistry Learner's Book pg. 165
- Basic magnesium chloride
- Basic copper carbonate

- Group presentations - Written assignments - Oral questions
- Observation - Written assignments - Oral questions

Physical Chemistry

Introduction to Salts - Double salts
Introduction to Salts - Solubility rules for salts
Introduction to Salts - Preparation of soluble salts by action of acid on metal

By the end of the lesson, the learner should be able to:

- Define double salts
- Identify examples of double salts
- Relate potassium aluminium sulphate (alum) to its use in water purification

- Carry out experiments to identify double salts
- Discuss the presence of two different cations or anions
- Write formulae of double salts

Why do double salts have a neutral pH in solution?

- Front Row Chemistry Learner's Book pg. 166
- Potassium aluminium sulphate
- Ammonium iron (II) sulphate
- Distilled water
- Red and blue litmus papers
- Boiling tubes
- Front Row Chemistry Learner's Book pg. 167
- Lead chloride
- Ammonium nitrate
- Sodium sulphate
- Zinc carbonate
- Test tubes
- Heat source
- Zinc powder
- Dilute HCl
- Beakers
- Filter funnel and paper
- Evaporating dish
- Water bath

- Observation - Written assignments - Oral questions

Physical Chemistry

Introduction to Salts - Preparation of soluble salts by action of acid on insoluble base
Introduction to Salts - Preparation of soluble salts by neutralisation (acid and alkali)

By the end of the lesson, the learner should be able to:

- Prepare soluble salts by reacting acids with insoluble bases
- Write balanced chemical equations for the preparation
- Relate the preparation of copper (II) nitrate to its use as a fungicide in agriculture

- Carry out experiments to prepare copper (II) nitrate from copper (II) oxide and dilute nitric acid
- Filter, evaporate, and crystallise the salt
- Discuss why excess base is added

Why is the metal oxide added in excess during salt preparation?

- Front Row Chemistry Learner's Book pg. 169
- Copper (II) oxide
- Dilute nitric (V) acid
- Beakers
- Filter funnel and paper
- Evaporating dish
- Heat source
- Front Row Chemistry Learner's Book pg. 171
- Sodium hydroxide
- Dilute HCl
- Phenolphthalein indicator
- Burette
- Conical flask
- Evaporating dish

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Introduction to Salts - Preparation of soluble salts by reaction of acid with carbonates

By the end of the lesson, the learner should be able to:

- Prepare soluble salts by reacting acids with carbonates
- Write balanced chemical equations for the reactions
- Relate the reaction of limestone (calcium carbonate) with acid to the weathering of buildings and monuments

- Carry out experiments to prepare zinc sulphate from zinc carbonate and dilute sulphuric (VI) acid
- Test for carbon (IV) oxide produced
- Filter, evaporate, and crystallise

What gas is produced when carbonates react with acids?

- Front Row Chemistry Learner's Book pg. 173
- Zinc carbonate
- Dilute sulphuric (VI) acid
- Lime water
- Beakers
- Filter funnel and paper
- Evaporating dish

- Practical assessment - Written tests - Oral questions

Physical Chemistry

Introduction to Salts - Preparation of insoluble salts by precipitation
Introduction to Salts - Preparation of salts by direct combination

By the end of the lesson, the learner should be able to:

- Prepare insoluble salts by precipitation
- Write balanced chemical and ionic equations for precipitation reactions
- Connect the formation of limescale in kettles to the precipitation of insoluble calcium compounds

- Prepare salts by direct combination of elements
- Write balanced chemical equations for direct synthesis reactions
- Relate the tarnishing of silver jewellery to the direct combination of silver with sulphur

- Carry out experiments to prepare lead (II) sulphate by precipitation
- Filter and wash the precipitate
- Write ionic equations for the reaction
- Carry out experiments to prepare iron (II) sulphide by direct synthesis
- Heat iron filings and sulphur powder
- Observe and record changes

How are insoluble salts prepared in the laboratory?
How can salts be prepared without using acids?

- Front Row Chemistry Learner's Book pg. 174
- Lead (II) nitrate solution
- Sodium sulphate solution
- Beakers
- Filter funnel and paper
- Distilled water
- Front Row Chemistry Learner's Book pg. 176
- Iron filings
- Sulphur powder
- Crucible
- Heat source
- Tongs
- Spatula

- Practical assessment - Written equations - Observation
- Practical assessment - Observation - Oral questions

Physical Chemistry

Introduction to Salts - Deliquescence, hygroscopy, and efflorescence
Introduction to Salts - Applications of deliquescent and hygroscopic salts

By the end of the lesson, the learner should be able to:

- Define deliquescence, hygroscopy, and efflorescence
- Investigate the behaviour of salts when exposed to air
- Relate the caking of table salt in humid weather to hygroscopy

- Carry out experiments to investigate behaviour of salts in air
- Expose sodium chloride, calcium chloride, and sodium carbonate to air
- Record observations over time

Why do some salts absorb moisture from the atmosphere?

- Front Row Chemistry Learner's Book pg. 177
- Sodium chloride
- Calcium chloride
- Sodium carbonate
- Watch glasses
- Labels
- Front Row Chemistry Learner's Book pg. 178
- Anhydrous calcium chloride
- Anhydrous copper (II) sulphate
- Cobalt (II) chloride paper
- Digital devices

- Observation - Written assignments - Oral questions

Physical Chemistry

Introduction to Salts - Uses of salts in agriculture and food industry
Introduction to Salts - Environmental effects and mitigation measures

By the end of the lesson, the learner should be able to:

- Outline uses of salts in agriculture and food industry
- Search for information on applications of salts
- Identify the role of fertilisers in improving crop yields and food preservation using salt

- Discuss uses of salts in agriculture (fertilisers)
- Discuss uses in food industry (preservatives, flavouring)
- Search for information using digital or print media

How do farmers use salts to improve crop production?

- Front Row Chemistry Learner's Book pg. 179
- Samples of fertilisers
- Table salt
- Baking soda
- Digital devices
- Reference books
- Front Row Chemistry Learner's Book pg. 181
- Reference books
- Charts showing eutrophication

- Group presentations - Written assignments - Oral questions